Module6Eatingtogether教案
2023九年级英语下册Module6EatingtogetherUnit2教案(新版)外研版
二、新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解饮食文化的基本概念。饮食文化是不同国家和民族特有的饮食习惯和饮食方式的集合。它反映了人们的生活方式、价值观和审美观念。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了饮食文化在实际中的应用，以及它如何帮助我们理解不同文化之间的差异。
2023九年级英语下册 Module 6 Eating together Unit 2教案 （新版）外研版
主备人
备课成员
教材分析
《2023九年级英语下册 Module 6 Eating together Unit 2教案 （新版）外研版》是对话课的教学设计，该单元的主题是"饮食文化"，主要讨论不同国家和地区的饮食习惯。通过学习本单元，学生能够掌握有关饮食的词汇和表达方式，并能够运用所学的语言知识进行日常交流。
在教学过程中，我将结合学生的实际情况，利用多媒体教学资源，创设生动、有趣的学习情境，激发学生的学习兴趣，并通过任务型教学活动，引导学生主动参与课堂互动，提高他们的语言运用能力。
核心素养目标
本节课的核心素养目标旨在培养学生的语言能力、文化意识、思维品质和学习能力。在语言能力方面，通过学习本节课的内容，学生将能够听懂、会说、会读、会写与饮食文化相关的词汇和句型，提高他们的语言运用能力。在文化意识方面，学生将了解不同国家和地区的饮食习惯，培养他们的跨文化交际能力。在思维品质方面，通过分析、比较和讨论，学生将培养他们的批判性思维和创造性思维能力。在学习能力方面，学生将学会如何自主学习、合作学习和探究学习，提高他们的学习效果。
- 在线教育平台，如Edmodo或Kahoot!
2020-2021学年九年级英语外研版下册Module6Eatingtogether.教案
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module 6 Eating together中的Unit 1 When was the last time you had a picnic?在开始之前，我想先问大家一个问题：“你们在日常生活中有没有野餐的经历？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索野餐的乐趣和相关的英语表达。
五、教学反思
在Module 6 Eating together的教学过程中，我发现学生们对一般过去时的运用和野餐相关词汇的掌握程度有所不同。有的学生能够迅速理解并运用所学知识，而有的学生在动词过去式变化和句型运用上还存在一定的困难。针对这种情况，我觉得以下几个方面值得反思和改进：
首先，对于一般过去时的教学，我需要更加注重学生对动词过去式的掌握。在今后的教学中，我会增加一些有趣的游戏和练习，如动词接龙、改错题等，让学生在轻松愉快的氛围中熟练掌握动词过去式变化。
三、教学难点与重点
1.教学重点
（1）重点词汇：本节课的核心词汇包括picnic, blanket, basket, snack, delicious, refreshing, spicy, pleasure, prefer等，这些词汇是描述饮食、活动经历和表达喜好的关键，教师应重点讲解并确保学生熟练掌握。
（2）餐桌礼仪和礼貌用语：学生在实际情境中运用餐桌礼仪和礼貌用语时，可能存在遗忘或混淆的情况，教师可通过角色扮演、情景模拟等方式，让学生在实际操作中掌握。
举例：教师组织学生进行餐桌上的角色扮演，练习使用请、谢谢、不客气等礼貌用语，以及如何在餐桌上传递食物、餐具等。
Module 6 Eating together 全模块 教案
Module 6 Eating TogetherPart 1 teaching analysis在21世纪的今天，越来越多的人走出国门，同事越来越多的外国朋友来到中国旅游、学习和工作。
因此了解西方的用餐礼仪不仅是外语教学的任务之一，也是时代提出的要求。
本模块通过准备聚会食物的对话和介绍西餐用餐习惯的课文，帮助学生了解西方的饮食文化和用餐习俗，同时加强同学们对中国饮食文化的认识与理解Language goalsFunction: 谈论食物和饮食习惯Structure：复习被动语态Vocabulary:能够正确使用下列单词：finger, basket, bread, fork, knife, lemonade, pancake, serve, spoon, hold, hot, roll, saying, cheers, plate, over, blind, sense, taste, owner, bee, officer, courseLanguage skillsListening: 能听懂有关饮食习惯方面的对话，运用记笔记的方法掌握细节信息Speaking; 能谈论聚会计划Reading：能读懂有关介绍食物和饮食习惯的文章；根据相关信息预测下文；能评价文章和根据文中信息推断文章的深层含义Writing：能模仿课文写一篇关于中国饮食习惯和食物的短文Learning strategy了解西方的饮食习惯，加深对中国饮食文化和习俗的认识；了解不同国家的饮食文化，保持中国饮食文化中良好的习惯，学习西方饮食习俗中好的方面。
介绍自己的饮食经历Part 2 procedureUnit1 When is the school-leavers’ party?Teaching Methods: communicative and approachTeaching goals: to understand the conversation through listeningTo answer the questions about the conversation by inferring and analyzingTo make a plan for a partyKey structures: and everyone has been told to prepare a traditional dish from our own countries.It’s made with chicken or pork and vegetables.Step 1 look at the invitation and answer the questions1, Ask students go through the invitation, talk with partners, and answer the questions Suggested answers:1, a party for students who are completing their secondary school education that year2, something which belongs to the place where you live or where you’re from3, food which you can eat with your hands---- you don’t need knives and forks or chopsticks 4, listen to music and dance2, Listen and answer the questions⇨Read through the words in the box with the class⇨Ask the students to read the questions to themselves. Play the recording once while they just listen and focus⇨Play it again for them to answer; they can then check with a partnerSuggested answers1, in a basket2, food a drink for the family and for the party3, pancakes or pizzas4, Grapes, bread and wine5, lemonade and pizza (ham, tomatoes, cheese to make the prize)3, Listen and read⇨Play the recordings while the students follow the conversation in their books⇨Read through the conversation and let students repeat them chorally and individually ⇨Ask them to find then expressions and underline them⇨Play the recording again, pausing after each expression and having the students repeat them chorally and individually5, Answer the questionsSuggested answers:1, I think he feels pleased and proud2, at home3, because their school asks the students, not their relatives, to prepare the food4, because you can eat it everywhere in England5, because it is an Italian dish which wasn’t introduced into Britain thenStep 2, Pronunciation and speaking6, work in pairs. Listen and repeat⇨Ask students to read through the extract to themselves.⇨Play the recording while they listen and follow⇨Play it again, pausing at the breaks for the students to repeat it chorally.⇨Ask students to get into pairs to practice saying the passage, helping each other with pronunciation7, work in pairs. Say the sentences aloud. Make sure you pause after each sense group ⇨Ask the students to stay in their pairs.⇨They should take it in turns to read the passage; the listeners should help the speakers to get pauses right.⇨Play the recording while the students listen and follow⇨Play it again, pausing for them to repeat chorally8, work in pairs. Make plans for a partyUnit 2 Knives and forks are used for mostWestern food.Step 1 warming up1, Look at the photo of a western meal. What things do you see at a meal in China, and what things are differentStep 2 Reading2, read the passage and answer the questions⇨What is the passage written for?⇨What is the tone of the passage?⇨Where might you see a passage like this?4, answer the questions⇨“And when you eat western food, do as the westerners do.” So how should you eat?⇨“But there’s no similar expression in English” so what do you say in English⇨“I’m sorry, I can’t eat this.” When might you wan to say this?⇨“It isn’t thought to be so important to offer too much food” what does this suggest about meals in China?⇨“Finally. It’s something difficult to know when the meal is over” how do we know thata meal is over in China? What might be different in a western meal?Suggested answers⇨You should eat with a knife and fork unless it is finger food.⇨You don’t say anything⇨If you’ve been given something you don’t like⇨That Chinese people think it is important to offer lots of food.⇨In china a meal is over as soon as people have finished eating. In the west, people might sit around the table talking after they’ve finished eating5, Read the passage again. What are the most surprising pieces of information about meals and eating customs in the west?Ask students read again and have a discussion.6, language pointsStart: 名词惊跳, 惊起, 吃惊, [口]惊人的事出发, 动身, 起动, 起飞, 出发着手, 开始起跑点, 先跑权, 优先地位, 有利条件, 开始事业的机会[pl. ]发作, 冲动, 努力松动, 脱节, 弯曲Serve：To prepare and offer (food, for example): 提供，准备：准备和提供（如食物）：serve tea.上茶To place food before (someone); wait on: 招待：在（某人）面前放食物；侍奉：served the guests a wonderful dinner.以盛宴招待客人们To spend or complete (time): 度过，历任：度过或完成（时间）：served four terms in Congress. 在国会任职四届To act toward (another) in a specified way; requite: 对待：以某种方式对（另一个人）；报答：She has served me ill, and only that. 她待我不好，仅此而已Step 3 Writing7, complete the column In China in activity 3 with notes about meals and eating customs in China 8, write a passage for a tourist magazine with western readers.Read through the instructions and examples with the whole class.Ask the students to do this individually. You may want them to do it for homeworkWhen they have finished, ask them to exchange writing with a partner for peer-correction oflanguage and contentIf you wish, have some students read their work out to the whole class.Unit 3 language in useAsk some students to read the sentences with the whole class and identify the highlighted language points (passive voice)Step 1 Language practice1, write sentences to explain these signsAsk the students to do this individually, then check with a partnerSuggested answers:1, is served 2, must not be taken 3, is 4, was built 5, are/ will be sold 2, Complete the passage with the correct form of the verbsAsk students to do this individually, then check with a partnerSuggested answers;1, are served 2. is kept 3. are allowed 4.be turned off 5 not be seen 6. is improved 7. is made3. Work in pairs. Look at the pictures and say what you think happened.Ask the students to get pairs to tell the story. They should cover up activity 4 firstThey can then get together with another pair to compare their ideas.Suggested answerThis is a model answer.A man was eating snacks in a restaurant. He put his hand into the bowl, but didn’t notice a beein it. He picked up the bee with the snacks and put them into his mouth. The bee stung him in his throat as he was swallowing the snacks. Later the restaurant was closed down because hundreds of bees were found in the kitchen by food inspectors.4. Complete the newspaper repots. Use the correct form of the words in the box.Ask the students to do this individually, then check with a partnerSuggested answers:1. has; been paid2. was eaten3. were called4. was filled5. was ordered5. Answer the questions about the words in the boxRead through the words in the box with the whole class. and ask them to repeat chorallyAsk students to do this activity and check with a partnerAnswers:1.Bread, cake, cheese, chicken legs, grapes and hamburgers.2.soup3.Bread, grapes.4.Soup. (salad is something served in a bowl, but not always)6. Work in pairs and answer the questions7. Listen and match the conversation with the pictures⇨Ask the students to look at the pictures⇨Play the recording while the students just listen and focus.⇨Play it again for them to answer; they can then check with a partner ⇨Play it once more for them to complete; check and correct⇨Answers: A 2 B 3 C 18. listen again and choose the correct answerAsk the students to do this individually, and then check with a partner Answers: 1. b 2. a 3.c9. Read the email and answer the questionsAsk the students to do this individually, and then check with a partner.Suggested answers:⇨they eat later than people in China⇨there are three courses⇨because it’s di fficult at first⇨for everyone to share⇨yes it isStep 3 around the worldAsk the students to read the passage to themselves.Ask some general questions such as⇨“Why are 16th birthday parties important?”⇨(Because it’s the first step in becoming an adult)⇨“How do people often celebrate?”⇨(With a big party or other special event)Step4. Module task describing an eating experience⇨Describe a special or unusual meal you have eaten⇨Compare your list with other students⇨Write a complete list on the board.Part 3 teaching assessment1.课堂学习效果评估表Can you say the following now? Tick in the square brackets.1 I know something about western meals and eating customs [ ]2. I can write s short passage about meals and eating customs in China.[ ]3. I can use passive voice correctly [ ]2.学习态度评价表3.一分钟问题⇨Can you name some traditional dishes from different countries?⇨Do you grasp passive voice well?⇨Do you know how to behave if you are invited to a western meal?。
Module6Eatingtogether教案
1.语言能力：通过学习Module 6 Eating together，使学生能够熟练运用本模块所学的食物词汇和一般现在时态，描述自己的饮食习惯和一日三餐，提高学生的英语表达和沟通能力。
-学生能准确运用词汇描述食物和饮食习慣。
-学生能运用一般现在时态谈论自己的一日三餐。
2.文化意识：通过了解不同国家的饮食习惯，培养学生对文化差异的敏感性和尊重，增强国际视野。
-学生能了解并尊重不同国家的饮食文化。
-学生能关注到中西方饮食差异，培养跨文化交际意识。
3.思维品质：通过小组讨论、分享等课堂活动，提高学生的思辨能力和创新思维，学会在日常生活中运用英语进行思考。
-学生能在小组讨论中积极发表自己的观点和意见。
-学生能运用英语思考如何表达自己的饮食习惯。
4.学习能力：培养学生自主学习、合作学习和探究学习的能力，使学生养成良好的学习习惯。
-举例：学生能够用“I have a sandwich/hamburger/hot dog for lunch.”来描述自己的午餐。
-重点二：一般现在时的正确使用
-学生需要学会使用一般现在时来谈论日常饮食，特别是“I have...”结构的运用。
-举例：学生能够正确使用“I usually have rice and milk for breakfast.”来表述自己的早餐习惯。
-掌握一般现在时的用法，如：“I have...”表达自己拥有的食物。
b. Unit 2 I usually have rice and milk for breakfast.
-学习询问和回答一日三餐的常用句型：“What do you usually have for breakfast/lunch/dinner?” “I usually have...”
外研版英语九下Module 6《Eating together》模块教学设计
外研版英语九下Module 6《Eating together》模块教学设计一. 教材分析外研版英语九下Module 6《Eating together》主题是关于饮食文化的，通过学习本模块，学生能够掌握与饮食相关的词汇和表达方式，了解不同国家的饮食习惯，提高跨文化交流的能力。
本模块包括三个课时的教学内容，分别为《Unit 1 What would you like?》、《Unit 2 It must be cold in Canada》和《Unit 3 Are there any volunteers?》。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的日常用语。
但是，对于一些关于饮食的专业词汇和表达方式，他们可能还比较陌生。
此外，学生的文化素养和跨文化交流能力有待提高。
因此，在教学过程中，需要注重引导学生掌握新词汇，并通过实际操作和情景模拟来提高他们的口语表达能力和文化素养。
三. 教学目标1.知识目标：学生能够掌握与饮食相关的词汇和表达方式，了解不同国家的饮食习惯。
2.能力目标：学生能够用英语进行简单的饮食文化交流，提高跨文化交流的能力。
3.情感目标：培养学生尊重不同文化习俗，增强团队协作意识。
四. 教学重难点1.重点：学生能够掌握与饮食相关的词汇和表达方式，用英语进行简单的饮食文化交流。
2.难点：学生能够正确运用所学的词汇和表达方式，在不同情境下进行流畅的口语表达。
五. 教学方法1.任务型教学法：通过设定各种与饮食文化相关的任务，让学生在完成任务的过程中掌握词汇和表达方式。
2.情境教学法：创设各种真实的饮食文化情境，让学生在实际操作和交流中提高口语表达能力。
3.合作学习法：引导学生进行小组讨论和合作，培养团队协作意识和跨文化交流能力。
六. 教学准备1.教师准备：提前准备与饮食文化相关的教学素材，如图片、视频、食物样品等。
2.学生准备：预习本模块的内容，了解基本的饮食文化知识。
英语下册Module6EatingtogetherUnit1教案(新版)外研版
Unit1 Whenistheschool-leavers’party?目标导航教学过程一、方法指导1.学生自主预习本单元中新的词汇和短语,注意重点单词的发音和意思。
2.预习课文,将不懂的地方标记出来与同伴讨论。
二、预习检测Ⅰ.根据句意及汉语提示完成单词1.I’m starving, Mum. Would you please give me some bread (面包)?2.It’s reported that the meeting will be held (举行) at the Town Hall.3.—Did you go to Jim’s birthday party?—No. I wasn’t invited (邀请).4.What is your favourite dish (一道菜)?5.In most Western countries, people often eat with knives and forks (叉子).Ⅱ.根据句意用所给词的适当形式填空1.The latest movie directed by Zhang Yimou will be shown (show) next month.2.Teenagers shouldn’t be allowed (allow) to go out alone at night.3.As we all know, China has changed (change) a lot in the past thirty years.4.Pizza can be eaten (eat) everywhere in England.5.It’s no good talking (talk) to him, because he never listens.Step1情景导入Teacher: Good morning, boys and girls. Have you ever been invited to the party? What will you take to join the party? What do you usually do at the party?Step2巩固词汇和短语老师在黑板上写出新的单词和短语，并带领学生朗读。
初中英语_Module6 Eating together教学设计学情分析教材分析课后反思
外研版九年级英语下册导学案Module 6 Eating together.Unit 1 When is the school-leavers’ party?【学习目标】1.知识目标：学习、掌握生词和词组。
2.能力目标：能够读懂有关聚会的文章并了解和把握定语从句和宾语从句。
3.情感目标：能够表达有关学校聚会的事宜，了解中西方饮食的不同。
【课内探究】一、Warming up:1.Have you ever been invited to a party?2.What should you take when you go to a party?3.What should you pay attention to when you go to a party?二、Listen and complete the invitation.Listen again and answer the questions.1.What was Daming chosen to do at the school-leavers’ party?2.Where are they going to prepare the food?3.Why does Tony call pizza a traditional English dish?四、Read the passage and finish blanks.【导学探究】1.We’re all invited.我们所有人都被邀请了。
Invited 的常用结构：（1）invite sb. to ＋名词，意为“邀请某人去......”。
（2）invite sb. to ＋地点，意为“邀请某人去某地”。
（3）invite sb. to do sth，意为“邀请某人做某事”。
拓展invite的名词形式为invitation，意为“邀请函，请帖”，常与介词to连用。
2.Cheeseburgers are made with hamburgers and cheese.干酪汉堡是用汉堡包和奶酪制成的。
2020-2021学年九年级英语外研版下册Module6Eatingtogether教案
在今天的教学过程中，我发现学生们对于Module 6 Eating together的主题非常感兴趣。他们在讨论不同国家的饮食文化时，表现出了极大的好奇心和参与热情。这一点让我深感欣慰，也说明了这个话题对于学生的吸引力。
在讲授新课时，我注意到学生们对一般现在时和现在进行时的运用还存在一些困难。在接下来的教学中，我需要更加注重这两个语法点的讲解和练习，通过设计更多实际场景的例句和活动，让学生在实际运用中掌握这些语法知识。
2. Unit 2：讨论在外就餐的经历，学习如何用英语描述食物、评价餐厅及表达饮食喜好。
3. Unit 3：探讨健康饮食的重要性，学习如何用英语给出健康饮食建议，如“balance diet”，“junk food”等。
4. Unit 4：通过阅读理解文章，了解餐桌礼仪，学习相关表达，如“table manners”，“hold the chopsticks properly”等。
2020-2021学年九年级英语外研版下册Module 6 Eating together教案
一、教学内容
本节课选自2020-2021学年九年级英语外研版下册Module 6 EatiБайду номын сангаасg together，主要包括以下内容：
1. Unit 1：介绍不同国家的饮食文化，如中国、美国、英国等，学习相关词汇和表达方式，如“dumpling”，“hamburger”，“fish and chips”等。
5.每个单元的语法点：一般现在时、现在进行时、一般过去时和情态动词。
6.听说读写四项技能训练：结合课程内容，提高学生的英语听说读写能力。
7.课后作业：布置与课程相关的内容，巩固所学知识。
二、核心素养目标
九年级英语下册Module6EatingtogetherUnit3Languageinuse教案
Ginacanbetakengood care of by Amy.
2. Ask them to work in pairs to understand the grammar.
1. Learn the grammar and make notes.
2. Work in pairs to understand the grammar.
A. Are; invite
B. Do; invite
C. Have; invited
D. Have; been invited
(B)2. His homework_______at home yesterday evening.
A. finished
B. was finished
C. has finished
Unit 3 Language in use
课 题
Module 6 Eating together
课时
第三课时 Unit 3 Language in use
课型
Grammar
教学目标
知识目标
掌握各种时态的被动语态根本用法
能力目标
能够运用所学的被动语态谈论制订方案或写邀请函或谈论中西方用餐礼仪的差异
情感目标
2. Finish Activities 8, 9.
通过练习, 稳固所学知识, 锻炼语言表达的能力。
Step 6
Practice
一、Show some exercises to students and ask them to finish them.
Ⅰ. 单项选择
(D)1._______you_______to the dinner?
初中英语九年级下册外研Module 6 Eating together 教学设计
Module6 Eating togetherUnit1 When’s the school- leavers’ party?1. 本机课是一节听说课，所以教师以听、说为主，读、写相结合，在设计任务时，采用由易到难，循序渐进的方式，首先展示预习成果，为下一步的听力打下很好的基础。
由听力素材到对话课文，把本来很难的听力活动问题瞬间变得简单了。
再通过大量的分层设计的说的活动，使不同程度的学生都有很大的收获。
课前我和学生（主持人）进行了充分的备课，所以，在授课过程中“老师”主持的非常出色，并且在各个环节中，同学们都听的非常认真，积极地回答问题，热烈的讨论问题，其中口语展示、合作交流等环节可以说是精彩万分。
2．教材围绕毕业生晚会展开，对于学生来说，是一个非常感兴趣的话题。
整节课同学们都被主题“学校毕业生晚会的准备”所吸引，从他们兴奋的表情中可以看出，他们求知若渴。
了解西方毕业生晚会的一个很好的途径就是了解西方文化，这能够加深对中西方文化的理解，同时因为有兴趣的引导，学生能积极的运用所学知识到实际生活中。
在教学过程中，教师应鼓励学生积极参与课堂的每个环节中。
比如，在导入语法点之前，让学生根据自己的平时活动小组讨论句子之间的共同点，归纳语法结构及用法；再比如，在讲解知识点之前，让学生自己找出不懂的地方，体现学生的自主地位，提升学生自主学习英语的能力。
绝大多数学生的课中练习及课后达标都令人很满意，所以是一节成功之课。
3. 在本节课中，教师采用二人对话、小组对话、小组活动等多种教学方法，以激发学生的学习兴趣，调动学生的学习积极性，使学生可以多方位、多角度的感受英语学习的魅力，在轻松愉快的气氛中学到知识，并运用到实际生活中。
4.但是也存在一点点不足，就是部分同学的课中练习及课后达标未能及时完成，但在纠正答案时“老师”进行了“一刀切”式纠正方法，使他们处于学习被动状态，所以在今后的教学中我要注重平日教学中的“后进生”转化并研究“后进生”教学的问题。
九年级英语下册Module 6 Eating together教学教案 (2)
Key structure
When in Rome, do as the Romans do.
Here are some things you may need to know…
Knives and forks are used for most Western food
Step10
Writing
Complete the column In China in Activity 3 with notes about meals and eating customs in China.Write a passage for a tourist magazine with Western readers called.
No one will be cross.
Difficulties
How to use the passive voice properly.
Vocabulary
plate, explanation, cross
get along\on well with sb, cheer up
Periods
1
Procedure
Step 5
Skim the passage and answer the questions.
Step6
Complete the table with information from the passage.
Step7
Read the passage carefully and answer the questions.
Step 3
Free talk:
If you are invited to have dinner in a western family, what rules should you follow?
2023九年级英语下册Module6EatingtogetherUnit3教案(新版)外研版
1.提高学生的语言能力：通过学习饮食文化相关词汇和表达，使学生能够运用一般现在时和一般过去时描述不同国家的饮食习惯，提升语言表达准确性。
2.增强学生的文化意识：让学生了解并尊重不同国家的饮食礼仪和特色，培养跨文化交际能力，提升文化素养。
3.发展学生的学习能力：引导学生运用所学知识探讨饮食文化差异，培养自主学习、合作学习和探究学习的能力。
2023九年级英语下册Module 6 Eating together Unit 3教案（新版）外研版
学校
授课教师
课时
授课班级
授课地点
教具
教学内容分析
本节课的主要教学内容为2023九年级英语下册Module 6 Eating together中的Unit 3，围绕“饮食文化”主题展开。教学内容包括：1.了解不同国家的饮食礼仪和特色；2.运用一般现在时和一般过去时描述饮食习惯；3.掌握相关词汇和表达，如“cutlery”, “table manners”, “delicious”等。
4.塑造学生的人格素养：通过小组讨论和分享，培养学生尊重他人、善于沟通、团结协作的良好品质。
学情分析
本节课面向的是九年级学生，他们在英语学习方面具备以下特点和现状：
1.学生层次：九年级学生经过前两年的英语学习，已经具备了一定的英语基础，对英语学科有较高的兴趣和热情。但在语言能力、学习方法和学习习惯方面存在一定差异，部分学生对英语学习感到吃力。
3.实物展示：收集并展示不同国家的饮食餐具、特色食材或调料，让学生更直观地了解饮食文化。
4.互动软件：利用英语学习APP、在线教育平台等，提供与本节课内容相关的学习资源。
（二）拓展建议
1.阅读拓展：鼓励学生阅读与饮食文化相关的英文文章、故事或食谱，提高阅读理解能力，拓宽知识视野。
外研版英语(新标准)九年级下册《Module 6 Eating together》教学设计
Step3:
Read the passage in different roles.
1.Read the story in different roles.
Boys = Daming&Tony
We’re all invited.
I was chosen to play the dance music.
I was asked to bring some balloons...
It should be cooked at home.
It’s made with chicken and vegetables.
提高学生们的听力。
二、难点：
能用已经学过的被动语态讨论聚会计划。
教学辅助
多媒体、课本、黑板
教学策略
任务型教学法，交际教学法
教学内容
教学活动Warming-up:Let’s talk!
Is there a school-leavers’party in your school？
课型：阅读
第二单元的课文讲的是西方的用餐习俗。在餐饮习惯的介绍方面，按照开始用餐、进餐过程、用餐结束的顺序进行说明，对于用餐行为和言语的习惯，则同时进行介绍。这有助于读者按照用餐过程学习、掌握这些建议。
课时教学目标
一、核心内容
(一)核心词汇：serve,similar, wing, lady, gentleman, help yourself
二、正确掌握已经学过的被动语态的用法。
三、能用已经学过的被动语态讨论聚会计划。
教学辅助
多媒体、课本、黑板
[推荐精选]XX九年级英语下Module6 Eating together上课学习上课学习教案(外研版)
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Listenandcompletetheinvitation.
Invitation
youareinvitedtothe_______________onSaturday,30thmayat____________in________________________________eandenjoythefood,musicanddancing.【
2.Expressions:heatup

Abilityobjective
能听懂和阅读关于介绍学校毕业生聚会的语言材料，能通过相关词汇和图片描述聚会的情况；能编写关于毕业聚会的对话。

moralobjective
能够积极参加同学之间的庆祝活动；能够与同伴积极合作，参与课堂活动，大胆实践；能分享同学之间共同庆祝的快乐。
Step5Reading
.
Readthedialogueandcompletethenotes.
Dish
Lingling
___________________
Betty
___________________
Daming
___________________
To___
.Lookattheschoolcalendar!
看看学校的校历！
calendar表示“日历”，schoolcalendar表示“校历”。
e.g.Lookattheschoolcalendar!wewillhaveanexamnextweek.
看看学校的校历！我们下周将有一次考试。
2.we’reallinvited.
.Readthepassagecarefully.
外研版九年级英语下册 Module 6 Eating together教案
Module 6 Eating together教材教材分析本模块的话题是不同国家的食物和西餐的用餐习惯。
让学生了解饮食习俗以及点餐的英语用语，帮助学生了解不同国家的饮食方式，特别是一些传统的、有代表性的饮食，引导学生进一步了解这些国家的文化和历史，了解中西饮食的习俗的不同，在国际交往中尊重他国的文化。
还让学生掌握本模块的语法知识----被动语态。
教学目标知识目标To understand the conversation through listening and reading.To answer the questions about the conversation by inferring and analyzing.To make a plan for a party.能力目标Grasp the passive voice.情感目标To know something about traditional foods from different countries.内容分析重点Invitation, calendar, balloon, paint, heat, heat up, knife, fork, spoon难点In fact ,I was chosen to play the dance music.And I was asked to bring some balloons and pai nt some pictures for the party.The passive voices of all kinds of tenses.关键点To know the structures of the passive voice.教法学法Communicativeapproach教具学具Multimedia教学程序教材处理师生活动Step 1:look at the table and answer the questions. (Activity 1)St ep 2: Listen and answer (Activity 2)Step 3: listen and complete the table.Step 4: learningStep5:explain-at ion There are some questions in it,let’s look at the table , it is an invitation , ask the students to answer these questions.Before this step, let’s learn some new words .Listen to the conversation between Tony and his mother, try to understand its main meaning. Try to find What Tony and his mother are talking about?The teacher plays the tape for the students twice, then give 2minutes to them to complete their answers.The teacher shows the answers and let them check if their answers are right, then correct them.Listen to the tape and try the best to complete the table with notes.Dish Made withBettyLinglingTonyDamingGet the students five minutes to learn this passage. There are three tasks for them:1.Read it2.Underline the importances.3.Underline the points that the students can notunderstand.At first, get the students to read it, then get them to show their important points, in the end, the teacher explains some importances.Get the students to do some exercises.Translate some phrases and sentences into English.and check if the st udents have graspe d the importances in this unit.找出对话中含有被动语态的各个句子，并掌握其构成形式,例如:We are all invited.Get the students to sum up the structures of all kinds of tenses. Then fill in the blanks.Step6:Doing exercisesStep7:GrammarStep 8:Answer the questions in Acitivity 5.Step9:Homework for todayStep 10. Preparing lesson 时态构成一般现在时一般过去时一般将来时现在完成时情态动词现在进行时过去进行时过去将来时过去完成时And then have a check if they have grasped the structures. Get the students to t alk about the questions in activity 5.and then write their answers down.At last the teacher checks.用被动语态写一篇小短文，字数60左右。
Module6Eatingtogether教学设计
《Module 6 Eating together》教学设计这一模块的话题是Eating together，它的题材内容是让学生们通过对本模块的学习来了解西方国家的一些饮食文化和用餐习俗，同时加深学生对我们的自己的饮食文化的认识，并且能够用所学的知识对我们的饮食文化做以介绍。
本模块的语法及知识点部分是被动语态。
下面就是我们对整个模块的解析过程。
根据模块的特点在备课中我们重点进行了如下的环节：确定本模块教学内容的重难点，以及根据学生在初三上对被动语态掌握的不是非常好的情况下，我们认为在本模块开课前有必要进行一次对被动语法知识的前测。
我们备课组统一规定了前测的内容，即P121---4 题。
根据前测的结果，我们决定在正式授课中根据自己班的情况部分环节需要调整。
同时我们根据在中考中可能出现的题型是单选，或者是与阅读有关的各类题型，我们设计了本模块的单元检测卷，试卷是由李文和姜美艳老师进行具体操作。
三个单元的具体授课思路：第一单元的教学目标是在被动语态的语法支撑下，在以及将毕业晚会为话题，谈论不同国家的传统食物，培养学生的听说能力。
我们的授课过程如下：(1) 根据标题eating together”导入新课用模块的标题“eating together 进行提问“When can we have an “eating together ?”“Why should we have an eating together ?”有的同学就会回答道When we have something important to celebrate , we can have an eating together. 在我的启发下学生们也能够回答出They will have a school leavers’ party. 总之，这一环节是在eating together 的标题下导入新课。
(2) 接下来的环节就是让学生根据书上的第一题的邀请函来了解书中school leavers’ party 的一些情况。
外研版九年级下册英语教案Module6EatingTogetherUnit1
6.He does his best in order that the books can (sell) out.
7.The library building (design)by the young man in 2019. 答案:Ⅰ.1.spoon 2.Knives;forks 3.invitation 4.calendar 5.balloon
教学 重
重点:掌握本单元的重点词汇、短语、句型和语法
难点 难点:训练学生的听说能力
教学过程
◆Step 1 Leading in
1/8
1.Listen and complete the invitation.
Ask students to read through the invitation and play the recording.
to attend the meeting.
4.They tried to make a (日历) of Chinese Festivals.
5.The (气球) successfully flew them over the wall.
教学过程
Ⅱ.用所给动词的适当形式填空
1.The sports meeting (hold) next week.
S1: ...
S2: ... 设计意图
通过一个小听力活动,引入单元学习话题,激发学生学习的热情。
◆Step 2 Listening Close the book,listen carefully and answer some questions. 1.听第一遍录音完成下面问题 (1)What was Daming chosen to do at the school-leavers’ party?
外研版英语九下Module 6《Eating together》模块教案
Module 6 Eating together【教材分析】Module 6的主要内容为通过对中西方饮食文化的介绍来复习被动语态，重点学习heat up, be similar to, help yourself等短语的用法。
从全书来看，本模块承接上册书对被动语态的学习和运用，内容有层次的展开，学生容易接受。
Unit 1 When is the school-leavers’ party?【教学目标】●Knowledge objective1.Words: invitation,calendar,balloon,paint,heat,knife,fork,spoon,cheeseburger,Italian2. Expressions: heat up●Ability objective能听懂和阅读关于介绍学校毕业生聚会的语言材料，能通过相关词汇和图片描述聚会的情况；能编写关于毕业聚会的对话。
●Moral objective能够积极参加同学之间的庆祝活动；能够与同伴积极合作，参与课堂活动，大胆实践；能分享同学之间共同庆祝的快乐。
【教学难点】短语heat up和be invited to do sth.的使用。
【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look the pictures and answer the questions.Is this an invitation?Have you ever been invited to the party?What will you take to join the party?What do you usually do at the party?Step 2 Consolidate new words and expressionLook and say. The teachers shows the pictures of new words and expressions, then let the students to say as quickly as possible.invitation n. 邀请；请柬calendar n.日历；历书balloon n.气球paint v. 绘画heat v. 使变热；给……加热knife n. 餐刀；刀具fork n. 餐叉spoon n. 匙；勺子cheeseburger n. 干酪汉堡包Italian adj.意大利的；意大利人的n. 意大利语；意大利人heat up 使变热；给……加热Step 3 Listening1.Listen and complete the invitation.InvitationYou are invited to the _______________ on Saturday, 30th May at ____________ in ________________________________. Bring a traditional dish (____________). Come and enjoy the food, music and dancing.2.Now work in pairs and check.Step 4 Listening1. Listen to Part 2 and answer the following questions.1) What is Daming going to make?Jiaozi.2) Who is going to make hot and sour soup?Lingling.Step 5 Reading1.Read the dialogue and complete the notes.DishLingling ___________________Betty ___________________Daming ___________________Tony ___________________Made with …Lingling _______________________Betty ________________________Daming ________________________Tony ________________________2.Read the dialogue and answer the questions.1. What was Daming chosen to do at the school-leavers’ party?2. Where are they going to prepare the food?3. Why does Tony call pizza a traditional English dish?Step 6 Complete the passage with the words in the box1. Read the passage carefully.2. Choose the right words in the box.3. Draw the right answers from each group.balloons calendar forkknife paint spoonThe day for the school-leavers’ party is an important date in the school (1) _________. Tony is going to bring some (2) _________ and (3)______________ some pictures for the party. Everyone is going to bring a traditional dish that can be eaten with their fingers. Soup is no good because it is not finger food and people need a (4) _______ for it. Anything that needs a (5) _______ and (6) _______ is not finger food either.Step 7 Everyday EnglishLet Ss say what they have learnt in the passage.•Soup’s no good then.•And you?•I see what you mean.Step 8 Language pointsSs should master the main points from the passage in Part 3.If possible, let the students to say at first.1. Look at the school calendar!看看学校的校历！calendar表示“日历”，school calendar表示“校历”。
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Module 6 Eating together【教材分析】Module 6的主要内容为通过对中西方饮食文化的介绍来复习被动语态，重点学习heat up, be similar to, help yourself等短语的用法。
从全书来看，本模块承接上册书对被动语态的学习和运用，内容有层次的展开，学生容易接受。
Unit 1 When is the school-leavers’ party?【教学目标】●Knowledge objective1.Words: invitation,calendar,balloon,paint,heat,knife,fork,spoon,cheeseburger,Italian2. Expressions: heat up●Ability objective能听懂和阅读关于介绍学校毕业生聚会的语言材料，能通过相关词汇和图片描述聚会的情况；能编写关于毕业聚会的对话。
●Moral objective能够积极参加同学之间的庆祝活动；能够与同伴积极合作，参与课堂活动，大胆实践；能分享同学之间共同庆祝的快乐。
【教学难点】短语heat up和be invited to do sth.的使用。
【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look the pictures and answer the questions.Is this an invitation?Have you ever been invited to the party?What will you take to join the party?What do you usually do at the party?Step 2 Consolidate new words and expressionLook and say. The teachers shows the pictures of new words and expressions, then let the students to say as quickly as possible.invitation n. 邀请；请柬calendar n.日历；历书balloon n.气球paint v. 绘画heat v. 使变热；给……加热knife n. 餐刀；刀具fork n. 餐叉spoon n. 匙；勺子cheeseburger n. 干酪汉堡包Italian adj.意大利的；意大利人的n. 意大利语；意大利人heat up 使变热；给……加热Step 3 Listening1.Listen and complete the invitation.InvitationYou are invited to the _______________ on Saturday, 30th May at ____________ in ________________________________. Bring a traditional dish (____________). Come and enjoy the food, music and dancing.2.Now work in pairs and check.Step 4 Listening1. Listen to Part 2 and answer the following questions.1) What is Daming going to make?Jiaozi.2) Who is going to make hot and sour soup?Lingling.Step 5 Reading1.Read the dialogue and complete the notes.DishLingling ___________________Betty ___________________Daming ___________________Tony ___________________Made with …Lingling _______________________Betty ________________________Daming ________________________Tony ________________________2.Read the dialogue and answer the questions.1. What was Daming chosen to do at the school-leavers’ party?2. Where are they going to prepare the food?3. Why does Tony call pizza a traditional English dish?Step 6 Complete the passage with the words in the box1. Read the passage carefully.2. Choose the right words in the box.3. Draw the right answers from each group.balloons calendar forkknife paint spoonThe day for the school-leavers’ party is an important date in the school (1) _________. Tony is going to bring some (2) _________ and (3)______________ some pictures for the party.Everyone is going to bring a traditional dish that can be eaten with their fingers. Soup is no good because it is not finger food and people need a (4) _______ for it. Anything that needs a (5) _______ and (6) _______ is not finger food either.Step 7 Everyday EnglishLet Ss say what they have learnt in the passage.•Soup’s no good then.•And you?•I see what you mean.Step 8 Language pointsSs should master the main points from the passage in Part 3.If possible, let the students to say at first.1. Look at the school calendar!看看学校的校历！calendar表示“日历”，school calendar表示“校历”。
e.g. Look at the school calendar! We will have an exam next week.看看学校的校历！我们下周将有一次考试。
2. We’re all invited.我们都被邀请了。
这个句子为一般现在时的被动语态。
invite是动词，表示“邀请”。
invitation是名词，也表示“邀请”。
3. And I was asked to bring some balloons and paint some pictures for the party.我被要求带一些气球和为这个聚会画一些画。
balloon表示“气球”。
paint表示“绘画”，是动词。
e.g. Please paint a balloon for me in the paper.请为我在纸上画一个气球。
4. We can heat it up in the school kitchen.我们能在学校厨房加热它。
heat up表示“使变热，给…加热”。
e.g. Light the cooker and heat up the food.点着厨具加热食物。
5. The teachers have asked everyone to prepare a traditional dish from their home country.老师要求每人准备一道家乡的传统菜。
dish表示“烹制好的菜肴，一道菜”。
e.g. When I was in Italy, I had a wonderful pasta dish.我在意大利的时候，吃过一次很棒的意大利面。
dish还表示“盘子”。
Dish的复数还可以表示“待洗的餐具”。
e.g. I’ll do the dishes before we go.我们走之前，我会把餐具洗好的。
6. Oh, soup’s no good then.哦，汤不行。
no good表示“不适合”。
e.g. These glasses are no good for champagne.这些玻璃杯不适合用来喝香槟。
no good的用法有四条：(1) it is no good doing 做某事没用e.g. It’s no good talking to him—he never listens.跟他讲没用，他从来不听。
(2) no good for sth. 不适合某物/某事e.g. This medicine is no good for headache.这药治不了头痛。
(3) no good to sb.对某人没有好处或没有帮助e.g. A car is no good for me, since I can’t drive.汽车对我没用，因为我不会开车。
(4) do no good 没用处，不成功e.g. I’ll talk to him, but it will do no good.我会和他谈的，但不会有用。
7. That means you eat it with your fingers, not with a knife, fork or spoon.那意味着你吃饭用你的手指，不会用刀、叉、勺子。